This video is from up in the French Pyrenees. It is about learning to ski.
It takes a few days of hard knocks to get to a level where you can even basically enjoy it.
The skills that turn out to be passions in your life, they will take time to develop. Many people give up after 1 day of frustration – they give up on skiing, they give up on speaking in public, they give up on learning a new language.
The easy stuff gets boring quickly. The harder skills can give a lifetime of enjoyment… if you can get through the initial pain.
I'd love you to leave a comment and tell me the answer to this question: Who is the most enthusiastic person that you know?
Last night, I asked a retired inspector of schools: “What makes a great school?”
His answer… “Music.”
He said that infallibly he would find a thriving musical scene in every great school that he had visited.
When you are surrounded by enthusiastic people, you are willing to take risks and learn; brave tries are celebrated. When you are surrounded by cynics and apathetic people you don’t take risks and any effort at bravery is laughed at and mocked.
On Friday I attended the YouTube Creators day in Barcelona. It struck me just how powerful a room full of enthusiastic people can be. There was no cynicism and no apathy. All efforts at Learning, trying and courage to take risks were celebrated.
This is a story about a lost tribe in Papua New Guinea.
They were brought to the city of Singapore and shown skyscrapers, airports, factories, supermarkets, homes and life. When they were on their way back to their mountain village, they were asked: “What is the most incredible thing you have seen during your days in Singapore?”.
I was in Washington DC the last 6 days teaching on the Entrepreneurs’ Organisation Leadership Academy 2016. We had 28 leaders from all around the world – China, Nepal, Mexico, India, Pakistan, Canada, Germany, Australia, USA, UK. The White House was being prepared for the inauguration of the next US President.
Christophe Magnussen is an inspiring entrepreneur from Germany. We made a short video up on the roof of our hotel, overlooking the winter evening sky of Washington DC.
The mission of the IESE Business School, where I teach about 1,000 EMBA, MBA and Senior Management participants each year, is to “develop leaders who aspire to have a deep, lasting and positive impact on people, firms and society” and I have spent a lot of the last 13 years attempting to find a way to achieve this mission.
A leadership decision will always look wrong from somebody’s perspective. Leadership decisions are always difficult because they play off between values. We learn from Homer’s great hero Odysseus is that a leadership decision is always a decision between two bad outcomes. If one path led to a good outcome, then the decision is an excel spreadsheet decision… not a leadership decision. Leadership will always be hard because you can never be right from all perspectives.
What stops someone developing as a leader? What is the single greatest obstacle we face in developing Leaders?
We are born aware of how we view others, but unaware of how others view us.
Some learn quickly to see how others see them.
Some never learn.
Some face an insurmountable challenge (psychologists call this a “boundary experience”) and realise that it is they themselves that must change. It is they themselves that act in ways that make their goals unachievable. It is only a major failure in their life that forces them to reflect and see that they are responsible for the behaviours that are causing failure.
How do those institutions that develop leaders open human beings up to the nature of their self-delusion? How do I as a teacher help someone realise that they don’t know everything?
I was reading “Return on Character”, a book by Fred Kiel this week – it is a 10 year study into the financial impact of having a leader who behaves with 4 “leadership character qualities”. He worked with many CEOs. He surveyed the CEOs, and he surveyed the direct reports of CEOs.
Great CEOs think they behave well 80% of the time, and their direct reports say 80%.
Poor CEOs think they behave well 80% of the time, and their direct reports say 50%.
Every one of his CEOs think they show these 4 categories of behaviour over 80% of the time…
Integrity – clear sense of right & wrong; tells the truth; seeks the truth
Responsibility – self control; fixes own mistakes
Forgiveness – cooperation; conflict resolution
Compassion – empathy; builds attachments; shows and receives affection
And, by the way, the answer was yes, leadership character matters to direct reports. In a big way.
The Challenge of Self-Delusion
An individual is delusional about their qualities as a leader.
This is the teaching challenge – students do not believe that they have poor behaviours around integrity, responsibility, forgiveness and compassion.
How do you get people to realise that they are not as good as they think they are? (how to get them to actually listen to direct reports and to team mates feedback?) Now… that is our teaching challenge.
A good gardener creates the conditions for growth of a garden, but cannot force the flowers to grow in an exact way. The good gardener creates the conditions and accepts what arises.
The bad gardener fights what arises. The bad gardener hacks and chops and fights against the natural growth of nature.
The good gardener changes the conditions and different plant shapes and varieties arise.
In each case the attitude of the gardener is “Interesting! I wouldn’t have expected that.” Creative indifference as a gardener is a deep curiosity, and an openness to delight in the million and one ways that nature can arise.
Good Teaching as Good Gardening
I want to teach more as a gardener than as a sculptor.
Up to now I often find that I am trying to remake a participant into my image of what she could be – I am metaphorically hacking off bits of stone and adding bits of paint.
A good gardener allows the plant to grow in its own unique way. Nature is difference. Nature is no straight lines, no leaf exactly like any other leaf, no flower exactly like any other flower.
I want to focus more on creating the conditions for growth in the classroom, during the breaks, during the lunches… that would allow the participants to grow in their own individual way – and have less fixed ideas about how each individual will use those conditions. I want to be willing to allow the person to become who he is to become, rather than my ideal of what he could be.
We collect habits, items, people that served us in a given moment, but are not serving us now. Human beings come pretty well designed for Systematic Accumulation, adding more and more plans, projects, dreams to my bucket list.
As we move through life we accumulate dreams, fantasies, projects, stuff. I often think about what else I would like to add to my life, but rarely think about what to let go.
I joined a private conference with Professor Ernesto Beibe last night. He spoke about “middle age” and the challenges that a person faces as they enter the period of life called “middle aged”.
His metaphor was that life is like climbing a mountain – but the summit is not death, the summit is middle age. The idea is that all the way growing up our whole world view was what we had already seen, but as we stand on the summit for the first time in our lives we have a glimpse of what is way down the other side of the mountain – we now know and believe that life is finite, time is finite, resources are finite.
The challenge we have is to let go of all the dreams, fantasies and projects that we have collected in our walk up the mountain of life and decide which projects will get the focus.
Accepting that I will not achieve some of my dreams is painful.
What do you do to let go of dreams, projects, plans that are no longer realistic to achieve?
I once believed I would play football for Manchester United. I remember the day that Ryan Giggs took to the field at age 17 and I knew that my dream was never, ever going to happen. It wasn’t so hard to let it go because football had become less and less important to me as I went from 7 to 17.
The equation for human performance is the following:
Performance = Potential – Self-Sabotage
That is it. You achieve not what your boss lets you, not what the others let you… you achieve what you don’t screw up for yourself.
In the years since I first wrote this equation up in a class and people said “No… it can’t be that” I have become more and more convinced that the greatest devil in our own lives is the 4 Arts of Self Sabotage.
The 4 Arts of Self-Sabotage
Distraction: Lack of Focus
Fixed mindset: “I have what I have now because of who I am, not how hard I have worked”
Arrogance: sometimes seen as Denial, sometimes as Nostalgia, sometimes as Victim, sometimes as Sole Hero
Inability to Handle Anxiety (or anger, or rage, or fear)
Success in life, whether sporting success, writing success or financial success has more to do with overcoming these 4 arts of self-sabotage than any level of original brilliance or one-time shots of luck.
In the next 10 years through to 2024, 1 Billion jobs will be taken over by machines. Google cars will replace taxis. IBM’s Watson will replace customer service staff. We cannot out-reason the machines.
We must change the way we teach, the way we parent and the role of “I don’t know” in our society.
I ask for your help. I will ask for your commitment not to say “I know”, when you don’t. I will ask you to use “I don’t know” more. Let’s let our connected intuition have the space it needs to work as it was originally designed.
You can’t begin to improve at something until you are “knowingly bad”.
If you are not aware of the lack of something, you haven’t got “taste” yet. If you think you are the best blogger in the world, two things could be true:
You really are the best blogger in the world
You are blind to the real criteria for what makes a great blogger
Taste is the beginning of Knowingly Bad
The development of taste is the beginning of “knowingly bad”.
Taste is the ability to tell what is good. Taste is what you develop as you progress that actually grows your disappointment with your results. As you go through development, your talent grows slowly, but if you are going to be good, your taste grows rapidly.
As taste grows, the disappointment grows.
Ira Glass says “For the first couple years you make stuff, and it’s just not that good. It’s trying to be good, it has potential, but it’s not. But your taste, the thing that got you into the game, is still killer. And your taste is why your work disappoints you. A lot of people never get past this phase. They quit. Most people I know who do interesting, creative work went through years of this.”
Don’t Quit at Disappointment
When you have posted your 8th blog post and you feel it is going downhill, your posts are getting worse, your progress feels like it is backwards… do not be afraid. This is the beginning of “Taste”.
I know 2 types of anxiety-free public speaker. Type 1 has never developed “Taste” and so has no capacity to concern himself that he could do poorly. He is blind. He makes no connection between the audience’s use of email on their phones and the bad-ness of his speech.
Type 2, if you are interested? Type 2 cares so much about the message that the speech is not about him or herself. The message is so important that his own performance doesn’t even enter the equation. The message is so important that he has given the speech 100 times, over coffee, in airport lounges.
If I want taste in writing, I have to read a lot. I have to know why one author is better than another, and specifically what that author does that I am not yet able to do.
If you are writing and and not satisfied with the paragraph you are producing: Great! You have taste.
If you are speaking and are not satisfied with your quality of impact on the audience: Great! You have taste.
If you are leading a team and are not satisfied that you are a good enough leader: Great! You have taste.
If you are a parent, and are not completely satisfied that you are doing it well: Great! You have taste.
The Role of Teachers
Great teachers focus on developing taste as well as developing talent – because with taste, you can grow beyond the teacher. If they don’t help you with taste, you depend on them. I spend more and more time these days helping the participants in my seminars give structured feedback on themselves than I used to. If I tell them what to improve, that’s ok… but if I help them develop that ability in themselves, they are getting “Taste”.